A Conceptual Framework for Studying the Sources of Variation in Program Effects

Weiss, Michael J.; Bloom, Howard S.; Brock, Thomas

doi:10.1002/pam.21760

Cited by 121 publications

(85 citation statements)

References 69 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Comparing average outcomes of schools randomized to an intervention group and a control group should produce unbiased estimates of a program's impacts, assuming that randomization was successful in creating equivalent groups, but the contrasts between the conditions are diminished as a result of variation in treatment received (Weiss et al 2013). In the current study, average outcomes across treatment conditions should have produced unbiased estimates of the impacts on teacher efficacy and burnout of two evidence-based prevention programs-PAX GBG and PATHS-intended to build students' social-emotional skills, reduce aggressive behaviors, and help teachers manage their classrooms.…”

Section: Discussionmentioning

confidence: 99%

Using Complier Average Causal Effect Estimation to Determine the Impacts of the Good Behavior Game Preventive Intervention on Teacher Implementers

Berg

Bradshaw

et al. 2016

Adm Policy Ment Health

View full text Add to dashboard Cite

Complier average causal effect (CACE) analysis is a causal inference approach that accounts for levels of teacher implementation compliance. In the current study, CACE was used to examine one-year impacts of PAX good behavior game (PAX GBG) and promoting alternative thinking strategies (PATHS) on teacher efficacy and burnout. Teachers in 27 elementary schools were randomized to PAX GBG, an integration of PAX GBG and PATHS, or a control condition. There were positive overall effects on teachers' efficacy beliefs, but high implementing teachers also reported increases in burnout across the school year. The CACE approach may offer new information not captured using a traditional intent-to-treat approach.

show abstract

Section: Discussionmentioning

confidence: 99%

Using Complier Average Causal Effect Estimation to Determine the Impacts of the Good Behavior Game Preventive Intervention on Teacher Implementers

Berg

Bradshaw

et al. 2016

Adm Policy Ment Health

View full text Add to dashboard Cite

show abstract

“…To this end, we used the potential outcome framework (Holland 1986). The potential outcome of a child is the outcome that the child would have under a different set of experiences (Weiss, Bloom, and Brock 2013). We departed from four potential outcomes:…”

Section: Limitations Of Existing Quasi-experimental Research On the Ementioning

confidence: 99%

Effects of kindergarten retention for at-risk children’s mathematics development

Vandecandelaere

Schmitt

Vanlaar

et al. 2014

Research Papers in Education

View full text Add to dashboard Cite

When a child does not seem to be ready for primary school, a popular practice is to grant the child more time by letting it repeat kindergarten. However, previous quasi-experimental research demonstrated negative, though diminishing, effects of kindergarten retention on academic learning during the first years of primary school. The present study extends the existing evidence by addressing children's post-treatment school trajectories. Analysing data from a large-scale longitudinal study, we find that, on average, kindergarten repeaters would perform better for mathematics until five years later, were they promoted to first grade instead. However, if promoted instead, kindergarten repeaters would also have a higher likelihood to be retained in first grade and, under that condition, have a lower growth rate and score lower for mathematics five years later.

show abstract

“…A number of authors have recently reiterated the importance of this kind of analysis(Imai & Ratkovic, 2013;Weiss, Bloom, & Brock, 2014). In particular, the potential for results of this kind of analysis to improve the effectiveness and efficiency of social programs is intuitive: tailoring programs to distinct needs of student subgroups and directing limited resources to where they might do the most good(Schuck & Zeckhauser, 2006).Among a recent series of disappointing student incentive experiments, the results of this study should inspire measured optimism.…”

mentioning

confidence: 97%

Monetary and Nonmonetary Student Incentives for Tutoring Services: A Randomized Controlled Trial

Springer

Rosenquist

Swain

2015

Journal of Research on Educational Effectiveness

View full text Add to dashboard Cite

In recent years, the largely punitive accountability measures imposed by the 2001 No Child LeftBehind Act have given way to an emphasis on financial incentives. While most policy interventions have focused primarily on linking teacher compensation to student test scores, several recent studies have examined the prospects for the use of financial incentives for students to improve student outcomes. This study builds on the existing literature by comparing student responses to monetary and non-monetary (certificates of recognition) incentives to increase participation in federally funded supplemental education services (SEdS). Approximately 300 eligible middle grade students who had signed up for SEdS were randomly selected and then assigned to either a control condition that received no incentive, a monetary reward group that could earn up to $100 for regular attendance, or a non-monetary group that could receive a certificate of recognition signed by the district superintendent. Although the benefits of the monetary incentives were negligible, the students in the certificate group attended 42.5 percent more of their allotted tutoring hours than those assigned to control. The effect of the certificate was particularly strong for female students, who attended 26 percent more of their allocated Downloaded by [FU Berlin] at 22:51 24 June 2015 ACCEPTED MANUSCRIPT ACCEPTED MANUSCRIPT 2tutoring hours compared to males who were also offered certificates. These results suggest the need for further research into the role of non-monetary incentives in motivating student behaviors. Also, the findings could be useful to policymakers at the state or district level seeking cost effective mechanisms to increase uptake of underutilized student supports.

show abstract

A Conceptual Framework for Studying the Sources of Variation in Program Effects

Cited by 121 publications

References 69 publications

Using Complier Average Causal Effect Estimation to Determine the Impacts of the Good Behavior Game Preventive Intervention on Teacher Implementers

Using Complier Average Causal Effect Estimation to Determine the Impacts of the Good Behavior Game Preventive Intervention on Teacher Implementers

Effects of kindergarten retention for at-risk children’s mathematics development

Monetary and Nonmonetary Student Incentives for Tutoring Services: A Randomized Controlled Trial

Contact Info

Product

Resources

About